THE EFFECT MODEL PROBLEM BASED LEARNING (PBL) POWERPOINT MEDIA USING THE RESULTS STUDENT LEARNING ON THE COST OF DISCUSSION REDOX REACTIONS IN CLASS X

This study aims to determine whether improving student learning outcomes are taught using Problem Based Learning model with the media PowerPoint is higher than the increase in student learning outcomes are taught without using the model of Problem Based Learning with media PowerPoint as well as to determine the level of cognitive most growing with the use of models PBL. Sampling was done by purposive sampling by taking two classes of class X PMIPA-3 and as a class experiment and X PMIPA-5 as the control class. The instrument used to determine student learning outcomes is an objective test in the form of 20 multiple-choice questions that tested the validity, level of difficulty, power differentiator, distractors, and reliability. Price r_11 obtained at 0.80 and price rtabel = 0.423. Overall reliability of the test is said to be reliable because rcalculate > rtable. After the pretest and posttest and data processing of the obtained χ2Calculate 9.80 pre-test and post-test χ2Calculate 6.30 for classroom experiments and χ2Calculate 6.20 pre-test and post-test χ2Calculate 8.60 for the control class as well as the value χ2Table amounting to 11.07. Because χ2Calculate ttable α is 9.9132> 1.6723 with a significance level (α = 0.05) so that Ha is accepted and it can be concluded that the result of learning using Problem Based Learning model by using the media PowerPoint higher compared with the results of learning without using Problem Based Learning model using PowerPoint media. In addition, acquired also increase students' cognitive, namely the level of knowledge (C1) amounted to 66.67%, of understanding (C2) of 79.78%, the application (C3) amounted to 62.55%, and for analysis (C4) of 77.22 %.